ASSESSING FINE MOTOR SKILLS OF LEARNERS WITH INTELLECTUAL DISABILITIES IN HOME-BASED LEARNING
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Abstract
This research assessed the fine motor skills of learners with intellectual disabilities in home-based learning at Mandaue City Division during the School Year 2021-2022. It assessed the learners' performances and used a descriptive correlational design. This research aimed to explore the correlation between the profile of 57 children with intellectual disabilities in Mandaue City and their fine motor skills. It also included the parents' perception of the Learning Intervention Sheets (LIS). Universal sampling was used to select participants. Transmittal letters and survey questionnaires were employed, and inferential statistics analyzed the data. Learners were proficient in buttoning, unbuttoning, zipping, and unzipping, while not proficient in snapping, unsnapping, and shoe lacing. Parents found the LIS acceptable. In conclusion, students were proficient and not proficient. Researchers strongly advocate for improved Learning Intervention Sheets to enhance the fine motor skills of children with intellectual disabilities.
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